香港公民教育老師對國民/民族教育的理解和教學法

本文揭示香港的公民教育老師對國民／民族教育多抱有多元的理解。此種理解由「普世性」、「公民」和「文化」民族主義教育構成；大部分老師都不認同「反殖」和「極權」民族主義教育。傾向普世性和公民民族主義教育的老師常採用能反映自由價值的教學策略，亦傾向強調培養「批判性愛國者」的知性目標。而傾向極權民族主義教育的老師常採用跡近灌輸的教學方法，往往因而制約學生的批判思維。傾向文化民族主義教育的老師則常運用不同混合程度的情感和認知教學方法，較難預測其國民教育傾向認知還是情感的使命。本文建議國際城市如香港，宜採用混合普世性、公民和文化民族主義教育的多元理解，加上混合批判思維、議題探究、公民參與和情感取向的教學策略，作為發展自由、包容的國民教育的基礎。
This paper reveals that civic education teachers in Hong Kong have an eclectic understanding of national education, which comprises education for “cosmopolitan”, “civic” and “cultural” nationalism. Most teachers do not identify with “anti-colonial” or “totalitarian” approaches to national education. Teachers leaning towards cosmopolitan and civic nationalism usually adopt teaching strategies that reflect liberal values and are more inclined to emphasize the cultivation of “critical patriots” as their aim. However, teachers more inclined towards education for totalitarian nationalism usually adopt doctrinaire teaching approaches which often suppress critical thinking. Teachers more inclined towards educating for cultural nationalism usually adopt a diverse mix of affective and cognitive approaches, making it sometimes difficult to predict whether national education is fulfilling a cognitive or affection mission. It is recommended that for a cosmopolitan city like Hong Kong, an eclectic understanding of education for cosmopolitan, civic and cultural nationalism, coupled with a mix of a critical thinking approach, issue-based approach, civic participatory approach and affective approach, should be considered as the foundation for the development of a liberal national education. Copyright © 2008 香港中文大學香港教育研究所.